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LITERACY NOW
Weaving a Tapestry of Stories:
A Community Literacy Plan for the
South Okanagan-Similkameen
A Community Literacy Plan for
the South Okanagan-Similkameen
2008
Prepared by the South Okanagan-Similkameen Literacy Now Task Group
Task Group Contact – Nancy Noble-Hearle nnhearle@okanagan.bc.ca
Plan Coordination by Danielle Robinson
2
TABLE OF CONTENTS
PREFACE……………………………………………………………………………………………………………………
4
EXECUTIVE SUMMARY…………………………………………………………………………………………………
5
INVOLVEMENT……………………………………………………………………………………………………………
6
TASK GROUP………………………………………………………………………………………………………………
6
COMMUNITY PARTNERS AND SUPPORTERS………………………………………………………………………………
7
GUIDING PRINCIPLES…………………………………………………………………………………………………..
8
COLLABORATION…………………………………………………………………………………………………………..
8
COMMUNICATION………………………………………………………………………………………………………….
8
ACCESS FOR ALL………………………………………………………………………………………………………....
8
RESPECTFUL RELATIONSHIPS…………………………………………………………………………………………....
8
THE PROCESS……………………………………………………………………………………………………………
9
GETTING STARTED………………………………………………………………………………………………………..
9
CREATING A VISION……………………………………………………………………………………………………....
10
DEVELOPING A COMMUNITY PROFILE…………………………………………………………………………………….
11
South Okanagan-Similkameen Community Profile: Key Issues………………………………………………...
11
PREPARING A COMMUNITY LITERACY INVENTORY……………………………………………………………………..
12
Regional Direct and Supportive Literacy Assets………………………………………………………………….
13
EVALUATING THE COMMUNITY LITERACY INVENTORY AND SELECTING FOCUS AREAS…………………………………
14
GOAL SETTING…………………………………………………………………………………………………………….
15
ACTION PLANNING…………………………………………………………………………………………………………
17
THE ACTION PLAN………………………………………………………………………………………………………
18
LONG-TERM GOALS AND ACTIONS………………………………………………………………………………………..
18
GOAL #1 – Community members must be aware of literacy issues and literacy programs and resources…..
18
GOAL #2 – Community members must be able to access literacy programs and resources…………………...
19
GOAL #3 – A range of literacy programs and resources must be available to community members………….
19
APPENDIX A – SHORT TERM ACTION PLAN……………………………………………………………………….
22
APPENDIX B – COMMUNITY PROFILE……………………………………………………………………………….
41
APPENDIX C
REGIONAL LITERACY ASSETS……………………………………………………………………………………………..
48
LITERACY ASSETS BY COMMUNITY………………………………………………………………………………………..
51
GLOSSARY…………………………………………………………………………………………………………………
68
3
PREFACE
This literacy plan is a tapestry of stories, woven together with threads of different textures and colors. Our
stories reflect who we are, where we are and where we want to go. Don’t be misled by this document’s
sometimes abstract prose. Each part of our plan is rooted in a story filled with passion and emotion.
Our community is rich with stories. Here is one recent example.
A young mom came out of a parenting conference workshop this fall empowered to read to her 4-month-old
baby. That’s a wonderful story on its own, but it was a bigger story than that.
Many things had to happen in the community for that mom take up the message about early literacy. The
mom was invited to the conference through her participation in a pregnancy and new mother support group.
A community organization offered a subsidy for the moms to attend. The service provider arranged a
carpool from Penticton to Osoyoos, a group of moms who knew each other attended together, and several
brought their babies with them. Talk about removing barriers! We learned about the difference the workshop
made because the mom had developed a relationship comfortable enough for her to share her excitement
with another service provider.
The young mom now participates in a weekly journaling group, called Writing Out Loud, where child minding
is provided. The group recently had a session at Okanagan College, facilitated by an adult literacy teacher.
This hopeful story continues to unfold…
Thank you to all the people who have shared their stories. This has been an inspirational experience. I
believe that literacy is how we weave a story from the threads of our experience and communicate our story
with others. Cross threads bind our stories together creating a community tapestry.
I look forward to the future we are creating together where all people are valued and supported in the sharing
of our stories. After all, literacy is storytelling.
Danielle Robinson
Literacy Plan Coordinator, Community Member, Teacher, Parent
4
EXECUTIVE SUMMARY
The South Okanagan-Similkameen has developed a plan for increasing literacy levels which values and supports
inclusion, life-long learning and builds on the many strengths of our diverse region.
The first part of this document is foundational information for the reader. It describes the Literacy Now
community planning process, including community involvement, a demographic profile, and a literacy asset
inventory.
The second part of the plan includes our 3 regional goals for literacy and learning, and related actions. An
outline of our literacy goals and actions follows:
Goal #1 - Community members must be aware of literacy issues and literacy programs and resources.
ACTIONS:
• Provide structures to implement the community literacy plan by hiring a coordinator and by
continuing to hold regular Task Group meetings.
• Improve awareness, coordination and communication among service providers.
• Increase broad community awareness of literacy and learning issues and resources.
Goal #2 - Community members must be able to access literacy programs and resources.
ACTIONS:
•
Increase access to and involvement in literacy and learning by removing barriers to
participation.
Goal #3 - A range of literacy programs and resources must be available to community members.
ACTIONS:
• Maintain and extend successful literacy programs for babies and young children, elementary
school age children, youth, adults and seniors.
• Develop employer/employee workplace literacy.
• Improve health literacy by supporting the capacity of all individuals to obtain, process and
understand basic health information and services.
While the plan has been conceived for the region, the actions will take different directions in each community;
there are also some actions that are specific to individual communities. A detailed description of the goals and
actions begins on page eighteen.
5
INVOLVEMENT
TA SK GR OU P
Task Group members have provided the passion and energy to carry this initiative forward. Task group
members provided input, feedback and participated in decision making at monthly Task Group meetings,
supported and attended community literacy meetings, and participated in smaller working groups for literacy
asset analysis and action planning. A list of Task Group members actively involved in Task Group meetings
during the fall of 2007 is listed below. Future work to support this plan will continue to evolve over time.
Task Group Member
Boyle, Jean
Buckland, Pat
Clary, Janice
Cursons, Dave
Evans, Sharon
Literacy Interest
Penticton Museum and Archives
Communities for Kids- South Okanagan Facilitator
SD 67
Lower Similkameen Community Services Society
OUC Literacy Tutor;
President Penticton Branch BC Schizophrenia Society
Hauptman, Lynn
Director of Instruction, SD 67
Insley, Jim
Assistant Superintendent, SD 53
Jones, Kelly
Principal, Queen's Park School
Kellerman, Karen
Penticton Public Library
Kiviste, Mary
Okanagan College, Adult Literacy Tutoring
South Okanagan Community Literacy Society
Lischeron, Blair
Project Coordinator, Communities for Kids/Success by 6
Lyster, Kim
Penticton and District Community Resources Society
McDermott, Sue
OUC Adult Literacy Tutor
Macnally, Christine
Public Health Nurse
Mead, Katie
Springboard Consulting
Moog, Kelly
Communities for Kids – Penticton and Similkameen Facilitator
Noble-Hearle, Nancy Okanagan College, Adult Literacy
Ord, Peter
Penticton Museum and Archive
Renyard, Lorraine
Manager, Penticton and Wine Country Chamber of Commerce
Spanier, Leah
Penticton and District Community Resources Society (PDCRS)
Town, Lyn
Kiwanis Read to Me Program Summerland
Wall, Brenda
District Parent Advisory Council
6
COMMUN ITY PARTNER S A ND SU PPORTER S
About 60 community partners and supporters participated in our literacy plan’s development through their
participation in the initial community literacy meetings. Twenty community partners also contributed at follow-up
community meetings. Participants included: literacy tutors, service clubs, parents, teachers, principals, Board of
Education trustees, media, librarians, Upper Similkameen Indian Band, Boys and Girls Club, Penticton and
District Community Resources Society, Lower Similkameen Community Services Society and interested
community members.
In addition, representation included the following:
•
Groups of elementary and secondary students and children in after-school care, together with their
teachers, supported the literacy plan’s development through their participation in focus groups
•
Local businesses supported the process through donations to community literacy meetings and through
their participation in workplace literacy interviews
•
Service providers supported the planning process by completing literacy asset questionnaires and/or
participating in follow-up information gathering. Including: Ooknakane Friendship Centre, Lower
Similkameen Indian Band, Penticton Indian Band, Osoyoos Indian Band, South Okanagan Immigrant
Community Services Society, Ministry of Children and Families, Seniors Centres, Interior Health, Work
Zone, RCMP, among others
•
Users of services, such as parents attending StrongStart and adult literacy students at Okanagan
College and Learning Centres, shared their thoughts during focus groups
The involvement of these stakeholders will continue to be invited during implementation.
7
GUIDING PRINCIPLES
Terms of Reference, including guiding principles, were developed and maintained by the Task Group. They are
as follows: Collaboration, Communication, Access for All, and Respectful Relationships. We supported these
principles in the following ways:
COLLABORATION
•
•
Our planning process revealed many existing networks and partnerships
There is openness and optimism about further developing these relationships
COMMUN ICATION
•
•
•
•
•
•
•
Community literacy meetings were advertised through newspaper and radio ads, a booth at the Penticton
Farmers’ Market, posters, school newsletters
Information about the literacy planning process was shared at the Parent Conference in Osoyoos, SD 67
School Board meeting, Summerland Kiwanis Club meeting and through the media
Invitations were issued by email (55), mail (100) and personally (45), to individuals representing a range of
sectors: culture and heritage, education, employment and business, child and family development, health,
justice, service and support. Task Group members also invited within their organizations
Literacy Now brochures were developed with the target audience in mind. For example, brochures for the
public were written in plain language
Monthly Task Group meetings
Reports, notes and minutes were circulated after meetings
Individuals unable to attend continued to be involved via email or phone
ACCESS FOR ALL
•
•
•
Community literacy meetings were held in many communities and at different venues (community centre,
public health centre, school, libraries) to reduce transportation and social/emotional barriers
Meetings were held in both the late afternoon and evening to accommodate different schedules
Child minding was available in Penticton and in Oliver
RESPECTFUL RELATIONSHIPS
•
•
Guiding principles were reviewed and agreed upon at the beginning of each community meeting
All individuals were encouraged to share their perspective and opinion to better inform the work and ensure
representation from our community
8
THE PROCESS
GETTING STARTED
On November 30, 2006 a Community Literacy Forum was held to introduce the Literacy Now initiative and the
funding opportunities it presented. Nineteen community members were at the first meeting. From this meeting the
South Okanagan Similkameen Literacy Now Task Force was created.
After this planning meeting, an Application for Planning Funds as outlined in the Literacy Now Planning Guide was
submitted to Literacy Now. A grant for $29, 000 was received and Okanagan College was chosen as the steward
for this project. This steward is the organization that serves as our project’s fiscal agent receiving and
administering the project funds and acts as signing authority.
Our Task Force determined at its meeting on April 20, 2007, that we should use this grant to secure a coordinator
to facilitate the community consultations and to complete the Community Literacy Plan. Terms of Reference were
drawn up, reviewed and adopted. Meetings in May and June were held to finalize details about the job description,
advertising, interview questions, short listing candidates and setting up the interview panel. Our Community
Literacy Plan Coordinator, Danielle Robinson, was hired in July and began work on August 1, 2007.
Six Literacy
Now Community
Meetings
Three Literacy
Now Follow-Up
Meetings
Literacy Now Plan
approved by
community
Sept. 2007
Nov. 2007
Jan. 2008
Oct. 2007
Dec. 2007
Feb. 2008
Follow-Up
Information
Gathering,
Community Profile
and Literacy Asset
Inventory
Action Planning
Implementation
Begins
9
CREATING A VISION
Six community literacy meetings were held from September 25th to October 4th, 2007: Summerland, Penticton,
Okanagan Falls, Oliver, Osoyoos, Keremeos.
After a brief presentation about the Literacy Now process, participants worked together on developing a vision for
literacy and learning from babies and young children through to seniors. It was clear that community members
defined literacy broadly as inclusive and supportive of learning and development in all its forms.
Osoyoos Community Meeting October 2007
Participants wrote individual thoughts about what we need to achieve our vision and any other thoughts about
literacy. They also learned of the 3 participation levels and shared contact information.
The Task Group used themes emerging from the community meetings to develop the following vision:
We are a community that values and supports inclusive and outreaching life-long
learning. We value and support all people by building on strengths.
10
DEVELOPING A COMMUNITY PROFILE
This regional profile includes our geographic, historical, social and economic context. It is the context in which our
literacy plan occurred. The Task Group used the information to identify the main social and economic issues that
may be both influenced and addressed by our community literacy initiative. A summary of the main socio-economic
issues and challenges is below. Please see Appendix A for the complete community profile.
SOUTH OKANAGAN-SIMILKAMEEN COMMUNITY PROFILE: KEY ISSUES
Age
•
One in four people living in the region is over 65, well above the Canadian average of one in seven. The
elderly dependency ratio in the region is the highest in the province. (Census 2006)
Ethnic Background
•
•
Visible Minorities make up 5.2% of the population, which is much lower than the provincial average of 21.6%.
The percentage of the population with a mother tongue that is neither English nor French ranges from 29% in
Oliver to 8% in The Central East part of Penticton. (2001 Census)
There are 4 Indian Bands in the region whose on reserve education, social and healthcare services work
together to serve an on reserve population of approximately 2200. There are also 2870 people who identify
aboriginal ancestry living off reserve. This is a growing population. (2006 Census)
Economic Situation
•
•
•
•
Second worst regional district in BC when evaluated by employment income. Varies widely by community.
30.4% of families with children are headed by a lone parent, 5% higher than the provincial average (2001
Census)
Insufficient affordable housing is a critical issue across the region.
More seasonal unemployment than average. The adjusted unemployment rate in 2001 among families with
young children ranged from 23.1% in Keremeos to 0% in South West Penticton and Naramata.
Education
•
•
•
The Early Development Index (EDI) percentage of children vulnerable on one or more scale ranged from 18%
to 40%.
There have been significant increases in Dogwood completion rates for Aboriginal and non-Aboriginal students
over the last 5 years.
There are challenges related to providing accessible services in smaller communities and rural areas.
Crime
•
There is a lower than average crime rate. Serious crime rate dropped 5.4% between 2000 and 2005.
Health
•
th
The region ranks 4 worst of BC Regional Districts on the index of health problems. (2001-2005 data)
Communities in the South Okanagan-Similkameen share common characteristics and interests, but each
community is also unique and has a strong sense of place. Coming together as a literacy planning region presents
many opportunities for collaboration.
11
PREPARING A COMMUNITY LITERACY INVENTORY
The next step in assessing our current situation was to create a community literacy inventory. Our literacy asset
inventory represents a snapshot of our literacy programs and services in the fall of 2007; as such, it could never be
completely comprehensive and will change over time.
The Task Group brainstormed a list of literacy assets and participants at the community meetings were invited to
add to these lists. Identified literacy service providers were asked to answer the questions outlined in the Literacy
Now planning guide. Forty questionnaires were completed either by email, in writing, by phone or in a personal
interview. The literacy inventory is organized into two sections: regional literacy assets with a brief description of
each, and a more specific breakdown of literacy programs by individual community. Please see Appendix B for
the complete literacy asset inventory.
“This picture is when a class goes to the park and they are having fun even when they’re learning. My teacher
thinks learning should be fun.” Morgan, Grade 4, Okanagan Falls
12
REGIONAL DIRECT AND SUPPORTIVE LITERACY ASSETS
These are literacy resources that serve the South Okanagan-Similkameen region. Listings followed by an asterisk (*) are direct
literacy assets, while non-asterisked listings are used for more supportive assets that may present opportunities for further
connections and linkages.
All Ages:
• Aboriginal Community *
• Interior Health – Prevention Services, Population Health, Mental Health and Addiction Services, Home and
Community Care
• Lower Similkameen Community Services Society (LSCSS) *
• Media *
• Museums
• Parks and Recreation
• Penticton and District Community Resources Society (PDCRS)
• People *
• Naramata Centre
• Okanagan School of the Arts
• Public Libraries *
• Raise a Reader *
• RCMP
• Religious Organizations
• School District 53 and 67* – StrongStart Centres, Elementary, Secondary, Learning Centres*
• Service Clubs
• Social Services
• South Okanagan Immigrant and Community Services (SOICS/PDMS)
Babies and Young Children:
• Books for Babies *
• Child Care Resource and Referral (CCRR thru PDCRS) *
• Community Action Program for Children *
• Communities for Kids
• Infant Development Program (based out of Penticton OBGC) *
• Interior Health – Prevention Services*
• Okanagan Similkameen Neurological Society (OSNS) *
• Ready, Set, Learn *
• Supported Child Development Program (PDCRS) *
Children and Youth:
• Children’s Showcase
• Ministry of Education *
• Okanagan Boys and Girls Clubs (OBGC) *
• Rotary Okanagan International Children’s Festival
• Okanagan Young Writers and Poets Contest*
• Private tutors*
Youth and Adults:
• Chamber of Commerce and the business community
• En’owkin Centre *
• Okanagan College *
• Private fee for service colleges
• Work Zone *
• Literacy Tutoring through Okanagan College or South Okanagan Community Literacy Program
• THEO BC
Seniors:
• Seniors Centres
13
EVALUATING THE COMMUNITY LITERACY INVENTORY AND SELECTING FOCUS AREAS
Interested Task Group members were invited to begin our inventory evaluation. We had a meeting to discuss
ways to effectively present the information and began a discussion of the strengths, needs, opportunities and
challenges.
Three follow-up community literacy meetings were held November 20th, 21st and 22nd in Oliver, Penticton and
Keremeos. Task Group members, community partners and supporters were invited. Twenty people attended. We
reviewed, revised and analyzed each community literacy inventory, and selected focus areas based on the asset
analysis, information from the first community meetings, follow-up information gathered, the community profile, and
the literacy asset questionnaire.
In Penticton and Oliver, participants used 5 stickers to indicate their preferences and then we discussed the
outcome and agreed on our focus areas. In Keremeos we went right to discussion because it was a small group.
Summerland/Penticton Follow-up Meeting November 2007
FOCUS AREAS CHOSEN:
Okanagan Falls, Oliver and Osoyoos
1.
2.
3.
4.
Awareness
Access
Maintain and extend successful programs (including family literacy for working families and funding)
Health Literacy
Penticton/Summerland
1.
2.
3.
4.
5.
Better coordination/ partnerships (including funding)
Maintain and extend successful programs
Awareness
Health and socio-economic literacy links (including access)
Workplace literacy
Keremeos
1.
Early Literacy (a StrongStart Centre in Cawston)
14
GOAL SETTING
Using the information gathered from community meetings, the demographic profile, the literacy asset questionnaire
and the literacy inventory analysis we identified three overarching goals, which must be achieved for our literacy,
and learning vision to become a reality:
1. COMMUNITY MEMBERS MUST BE AWARE OF LITERACY ISSUES AND LITERACY PROGRAMS AND RESOURCES.
The community needs to know what literacy is:
•
•
•
Literacy is using printed information to function and be successful in our families, workplaces and
communities
Literacy can include many skills: reading, writing, mathematics, understanding and using languages,
technology, media and more
Literacy learning happens through our whole lives. We can all become more literate
The community needs to know why literacy is an important issue:
•
•
•
There are new literacy challenges in our changing world because of new forms of communication and
technology
We need access to lifelong learning to meet present and future social and economic changes
We need to work together to improve the life chances of children and adults in our community
Service providers in education, health, social services need to know about available literacy programs and
resources so they can refer clients to the most suitable program. Service providers need to know what others
are doing so that they can collaborate to improve service and use resources efficiently. Interconnections are a
strength in smaller communities.
Potential participants need to know about literacy programs and resources so they can participate.
The broader community needs to know about literacy programs and resources before they can become
involved as supporters.
2. COMMUNITY MEMBERS MUST BE ABLE TO ACCESS LITERACY PROGRAMS AND RESOURCES.
Potential participants of all ages need to be able to access the literacy program or resource. We need to work
on removing social, emotional and economic barriers to participation across our diverse region.
Low-literacy also needs to be addressed as a possible barrier to accessing other services. Literacy is a social
justice issue because without it individuals cannot access a just share of the benefits of society.
Task Group Meeting November 2007
15
3. A RANGE OF LITERACY PROGRAMS AND RESOURCES MUST BE AVAILABLE TO COMMUNITY MEMBERS.
Many literacy and learning resources exist in our region. There are opportunities to maintain and further
expand these literacy assets at all age levels. We want to continue to develop early learning opportunities for
children and families. There are specific gaps in early literacy programming in Summerland and the
Similkameen that need to be addressed. There are opportunities to better link schools and communities in
literacy and learning initiatives and to have programs that are responsive to youth’s needs and interests. We
found that workplace literacy 1 is not currently addressed. There are opportunities to better support seniors’
literacy and learning needs, particularly focusing on health literacy 2 and intergenerational programs. This need
is well supported by our demographic profile.
Generally, we found that many good literacy programs and supportive programs exist, but we need to make
sure these programs are consistently available in all our communities. We can work towards sustainable,
consistent programming through better coordination and communication. There are many opportunities to
build on existing partnerships. Long-range planning is critical.
Liam and Sophie reading in Penticton
1 workplace literacy – literacy programs geared towards employment, sometimes situated at an employer’s
site.
health literacy – the capacity to obtain, process and understand basic health information and services
needed to make appropriate health decisions.
2
16
ACTION PLANNING
Community members began the action planning process at the follow-up community meetings. On November 28th
our Task Group met to review the follow-up community meetings and the focus areas chosen. A smaller group of
Task Group members continued work on the action planning. Individual Task Group members gave guidance as
the draft action plan was developed. Several Task Group meetings were held in January to refine our action plan.
We invited all Task Group members, community partners, supporters and other interested community members to
a celebration of our literacy planning success held on January 24th. Bound and electronic copies of the plan were
distributed.
“One Love” by Rea, Osoyoos Secondary Student
17
THE ACTION PLAN
The three overarching regional goals have been broken down into sub-goals and actions. While the
plan has been conceived for the region, the actions will take different directions in each community;
there are also some actions that are specific to individual communities.
LONG TERM GOA LS AND ACTION S
GOAL #1 - COMMUNITY MEMBERS MUST BE AWARE OF LITERACY ISSUES AND LITERACY PROGRAMS
AND RESOURCES.
“If we are to have a concerted effort for all ages it is essential that someone have the time and resources to
not just coordinate, but to provide this leadership to make it happen.”
Community Partner
“Stabilize financial support.” Literacy Service Provider
A - Provide structures to implement the community literacy plan.
1) Hire a coordinator to coordinate the action plan’s implementation.
2) Continue to hold regular Task Group meetings, communicate with community supporters and build
partnerships within and outside traditional literacy stakeholders.
B - Improve awareness, coordination and communication among service providers.
1) Build a stronger literacy referral system by ensuring that all community service providers (health,
education, social support) are knowledgeable about available literacy services.
2) Advocate for stable literacy funds that are shared by literacy services.
3) Continue to network and communicate with federal, provincial and regional literacy organizations to
capitalize on available literacy research and programming.
4) Provide literacy training opportunities to service providers so that literacy can be built into existing
programs, services and community activities.
“We need still to raise public awareness of literacy needs and of
how we can all help with raising community literacy.”
Community Partner
C - Increase community awareness of the importance of literacy and available resources.
1) Improve community understanding of literacy issues and the need for long-term commitment.
2) Promote opportunities for community involvement as supporters and/or participants.
18
GOAL #2- COMMUNITY MEMBERS MUST BE ABLE TO ACCESS LITERACY PROGRAMS AND
RESOURCES.
“Remove barriers – no matter how many wonderful free programs there are, when poverty is an issue,
literacy doesn’t even appear on the radar.”
Community Partner
A - Increase access to and involvement in literacy and learning.
1) Reduce the stigma around low literacy.
2) Encourage organizations and businesses to publish materials in plain language that allows all people to
access services.
3) Address barriers to participation: social-emotional, transportation, work schedules, economic, etc.
4) Continue to develop the outreach of regional programs into communities and homes.
5) Integrate literacy and learning opportunities into a setting where people already feel comfortable and
have few barriers to participation.
GOAL #3 - A RANGE OF LITERACY PROGRAMS AND RESOURCES MUST BE AVAILABLE TO COMMUNITY
MEMBERS.
“The availability in the community of reading material and literacy resources should be stressed,
including programs such as Library at your Door, Babytime at libraries, Roots of Empathy, Books for
Babies and workshops for parents.”
Community Partner
A - Maintain and extend successful literacy programs for babies and young children.
1)
2)
3)
4)
5)
6)
Improve access to early literacy opportunities.
Advocate for speech and language services in all communities.
Promote high quality, accessible childcare as a way to support early literacy success for children.
Promote parent education about supporting children’s early literacy and learning.
Link families with their local schools as centres for learning for all ages.
Continue to explore hub possibilities for early childhood services.
“A powerful reading memory I have was from when I was 10 turning 11. I had just finished the first
Harry Potter book, in which Harry is taken to the wizarding school. I found the book to be so
interesting and real that when I turned 11, I was so disappointed I didn’t receive ‘the letter’.”
Grade 11 student
B - Maintain and extend successful literacy programs for elementary school-age children.
1) Support school district literacy goals through community partnerships and involvement.
2) Increase parents’ confidence to support their child’s learning.
3) Continue consistent family literacy programs.
19
“Tortured. In classrooms there are always new students or students that have trouble with what is
going on in the class. The inner torture they feel if they are not helped and accepted is excrutiating! It
will build and build with time and soon they will become so withdrawn that they are almost impossible
to reach. Their own mind is telling them they “can’t” and so they “don’t”. Their talent is wasted.”
Grade 11 student
C - Maintain and extend successful literacy programs for youth aged 12-19.
1)
2)
Support school district literacy goals through community partnerships and involvement.
Focus on youth interests as a means of developing and supporting youth literacy skills.
D - Maintain and extend successful literacy programs for adults.
1)
2)
Advocate and support libraries in increasing their literacy programs and resources.
Promote adult literacy and learning programs and resources.
E - Maintain and extend successful literacy programs for seniors.
1) Build on intergenerational literacy programs.
2) Provide programs to address seniors’ health concerns linked to literacy.
3) Bring learning opportunities to where seniors are already meeting.
4) Improve seniors’ access to technology.
“We need to have employers ‘buy in’ to the importance of literacy.” Community Partner
“I lost a job because I couldn’t spell and because of my reading.”
Adult Literacy Student
F - Develop employer/employee workplace literacy.
1)
2)
3)
4)
Raise employers’ awareness about the benefits of increasing workplace literacy levels.
Explore possibilities for workplace based literacy programming.
Explore ways to be involved and support re-training opportunities available to workers.
Ensure students are aware of and possess the literacy and numeracy skills needed in trades and
business.
“We need to link healthy communities with meeting literacy needs.”- Community Partner
20
G - Improve health literacy by supporting the capacity of all individuals to obtain, process and
understand basic health information and services needed to make appropriate health decisions.
1) Build understanding in the medical and broader community about the connections between heath and
lifelong learning.
2) Provide information about literacy programs to medical professionals so they can refer patients.
3) Recognize and support the importance of physical, social and emotional health to early literacy and
learning.
4) Advocate for patient information that is accessible through the use of plain language and other
initiatives.
21
APPENDIX A – SHORT TERM ACTION PLAN
The community identified the highest priorities to begin our work. The action plan with success statements
follows.
“I am carrying books home from the school library.” Ben, age 6, Okanagan Falls
22
GOAL #1 - COMMUNITY MEMBERS MUST BE AWARE OF LITERACY ISSUES AND LITERACY PROGRAMS AND RESOURCES.
A. PROVIDE STRUCTURES TO IMPLEMENT THE COMMUNITY LITERACY PLAN.
How
1) Hire a coordinator to coordinate the plan’s implementation.
Who
Task Group
Resources
Literacy Now
implementation
funding, explore
cost sharing
possibilities
Projected Date
Spring 2008
2) Continue to hold regular Task Group meetings, communicate with
community supporters and build partnerships within and outside
traditional literacy stakeholders.
Openness and
energy and
meeting time
TG meet
monthly
a) Participate in interagency committees such as, Spirit of BC, Early
Learning Steering Committee, Communities for Kids and others
Keep in regular contact
with people and
organizations working to
promote learning and
literacy via email, phone
and in person
b) Continue to develop a culture of communication between groups
where it becomes habit to talk with each other. Ensure that those
affected by a program and those doing something similar in the
region are involved in the conversation from an early stage
Task Group and
Community Partners
(participation will evolve
as the plan unfolds)
CP meet
quarterly (or as
needed)
c) Participate in interagency professional development, including
opportunities for participants to talk to each other about what they do.
Teachers need to become more aware of how literacy is supported in
the community
d) Possibly hold annual literacy forum in the South OkanaganSimilkameen
We will know that we have been successful when…
Gathering Information
A community literacy coordinator has been hired and is working on the
actions in this plan
Keep a record of meetings and minutes
Groups continue to meet and support the plan’s implementation through
specific actions
23
B. IMPROVE AWARENESS, COORDINATION AND COMMUNICATION AMONG SERVICE PROVIDERS.
How
Who
Resources
Projected Date
1) Build a stronger literacy referral system by ensuring that all
community service providers (health, education, social support) are
knowledgeable about available literacy services.
Coordinator will rewrite
Coordinator time
Spring 08
Distribution to literacy
and related service
providers. Announce
availability through the
media and online
Printing costs, plus
yearly expense for
updated versions
Produce, maintain, update and distribute copies of SO-S Literacy Assets
Inventory (edited in a more useable format) in various media formats
2) Advocate for stable literacy funds that are shared by literacy services.
a) Discussion items at meetings may include:
• Role of SO-S Literacy Now (ad hoc group, society, charitable
foundation)
•
Identify potential sponsors and begin process of collaboration
on funding
•
Explore fundraising options for community literacy support,
including funding sources that have championed literacy
Task Group, Community
Partners, Service
Groups
On-going
b) Ensure all communities are involved in allocating Literacy Now
implementation funding
b) Write an Issue Alert to 2010 Legacies Now about the need for stable
and adequate funding
3) Continue to network and communicate regularly with federal,
provincial and regional literacy organizations to capitalize on
available literacy research and programming
4) Provide literacy training opportunities to service providers so that
literacy can be built into existing programs, services and community
activities.
Coordinator
Coordinator, Task
Group, Community
Partners
Provincial network of
community literacy
coordinators,
Regional Literacy
director, Literacy BC,
ABC Canada
On-going
a) Consider expanding the Early Literacy Mentoring Project in SD53,
or similar programs
24
We will know that we have been successful when…
Gathering Information
All literacy inventories are distributed within 4 months of printing
Keep track of how many requests are made
Service providers request updated versions because they are so useful
The literacy plan and inventory is placed on a minimum of 3 community
websites, such as School District, Chamber of Commerce, Communities for
Kids
Stable literacy funding is available throughout the region and literacy service
providers work collaboratively so all programs are supported
Keep track of the inventory on various community websites
Keep minutes at meetings that include funding discussions
C - INCREASE COMMUNITY AWARENESS OF LITERACY AND LEARNING ISSUES AND RESOURCES.
How
Who
Resources
Literacy Now
1) Improve community understanding of literacy issues and the need for Planning Coordinator
Planning Funds
long-term commitment.
2) Promote opportunities for community involvement as supporters
and/or participants.
Projected Date
January 2008
a) Invite the community to the Literacy Now planning Celebration.
b) Circulate electronic copies of the Literacy Now plan to supporters and
contacts (150). Bound copies to Task Group members, libraries,
schools, mayors/council, public ministries and others who request
c) Develop literacy marketing and media plan to advertise literacy and
promote learning, paying particular attention to non-print based media
such Shaw Cable and radio. Consider ways to connect different
languages and cultures
Coordinator to develop
and implement a longrange marketing plan in
consultation with
marketing specialist
Advertising space,
coordinator’s hours,
marketing
expertise.
Upon hiring
coordinator
d) Increase community awareness of the positive story about what is
already being done to promote literacy and learning
e) Help people value the ways they already use literacy and various
types of reading material (e.g. manuals, magazines, etc.)
25
f)
Value and promote multiple literacies: reading, writing, mathematics,
understanding and using languages, music, media, social skills, civic
understanding and creative literacy
g) Possibly run a regular literacy column in local newspapers
On-going
Coordinator
On-going
h) Continue to build awareness through International Literacy Day (Sept.
8) and Family Literacy Day (Jan. 27) events and participation in
community fairs festivals, and conferences
i)
Presentations about literacy issues, local services, opportunities for
support and involvement made available as requested, recommended
by Task Group, or solicited by coordinator (Municipal politicians,
service clubs, law enforcement and justice, other social service
organizations). Presentations should be individualized to the target
audience
j)
Provide literacy information and reading material in places where
people are spending time
k) Literacy Now display with information about local literacy programs at
the Spirit of BC week free swim and skate events in Penticton. Also,
launch Penticton BookCrossing (book exchange) at these events.
BookCrossing may be expanded to other communities as desired
A presentation team led
by the coordinator, with
assistance from
members of the Task
Group or community
Partners as needed
Well-planned,
engaging
presentations:
handouts, business
cards, brochures,
and possibly other
media
1 – 2 pres. Per
month
Coordinator to organize
and attend. In
partnership with:
Penticton Recreation
Department, Penticton
Library, Okanagan
College, School District
67, SOICS
Spirit of BC week
grant, SD Literacy
Now $
February 9, 2008
and ongoing book
exchange
Start-up shelves
and books donated
We will know that we have been successful when…
Gathering Information
The Literacy Now presentation team has given 4 or more presentations in
2008
Keep track of the number of presentations
People tell us they found out about literacy programs through one of our
marketing avenues
Ask people who become involved how they heard about the program
The community is more involved in supporting literacy programs
BookCrossing exchanges are maintained in the community
26
GOAL #2 - COMMUNITY MEMBERS MUST BE ABLE TO ACCESS LITERACY PROGRAMS AND RESOURCES.
A - INCREASE ACCESS TO AND INVOLVEMENT IN LITERACY AND LEARNING.
Who
How
Resources
Projected Date
On-going
1) Reduce the stigma around low literacy.
a) Market literacy learning as multifaceted, constantly evolving and lifelong
b) Invite people who have participated in adult literacy programs to talk to
others about their experience - provide training for presenters
Coordinator, Adult
literacy instructors at
the college, learning
centres, tutors,
students
Presenter honorarium
Begin Winter 09
c) Consider writing, technology, numeracy as possible access points, as
these seem to be areas where it is easier to admit weaker skills. Offer
programs in these areas
College Continuing
Education, Learning
Centres, Writing Out
Loud facilitator
Additional funding for
programs
On-going
d) Explore offering Audrey Gardener’s appreciative inquiry and building
community capacity course
Offered to
coordinator and other
interested literacy
professionals.
Explore offering in
partnership with other
Literacy Now
Okanagan regions
Coordinator in
consultation with
plain language
experts
2) Encourage organizations and businesses to publish materials in plain
language that allows people to access services.
a)
b)
The principles of plain language will be modeled and included in
Literacy Now written materials and presentations
Support businesses and organizations as they address this issue in
their brochures, newsletters and other written information
Interested
communications
people from business
and organizations
Research in
Spring 08
Printed materials to
hand out
Coordinator hours for
support to
organizations and
businesses about
plain language
On-going
Workshops begin
in fall ‘08
27
3) Address barriers to participation.
a) Write an Issue Alert to Legacies 2010 regarding the socio-economic
issues that are barriers to participation
Coordinator
Coordinator’s time
Spring 08
b) Continue to participate in the Measuring Up initiative, which helps BC
communities assess and improve how accessible and inclusive they are
for people with disabilities and for the whole community
Coordinator,
committee
c) Acknowledge that social and emotional barriers are often the most
inhibiting to participation. Continue to work on developing a sensitive,
supportive culture. Consider the metaphors used. Look for ways to
support service providers to avoid dichotomizing and labeling
Coordinator, Task
Group, Community
Partners and
Supporters, service
providers
Funding, promote
partnerships to
access funding
On-going
a) Include outreach to young children’s homes
Service Providers
Funding
On-going
b) Continue to communicate with smaller communities about their literacy
needs
Coordinator, Task
Group
Spring 08
d) Offer family literacy programs in the evenings or on weekends
e) Offer free childcare for those attending literacy programs
f)
Offer transit/taxi vouchers, help people make carpool connections,
volunteer drivers, school buses
g) Offer a meal or snack with literacy programs as done at StrongStart,
CAPC
h) Advocate for community, provincial and federal support for affordable
housing, nutrition, transportation, childcare
i)
Offer personal assistance/scribing filling out forms through service
providers or develop literacy assistance services that are available in
easy to access locations similar to income tax clinics, paying particular
attention to supporting seniors
4) Continue to develop the outreach of regional programs into
communities and homes.
28
5) Integrate literacy and learning opportunities into a setting where people
already feel comfortable and have few barriers to participation.
a) Develop participant comfort by bringing the literacy program/event to
new settings and/or having low risk, low commitment events in
traditional settings (e.g. family dinners with storytelling)
We will know that we have been successful when…
Gathering Information
Literacy service providers report that they have had an increase in clients from
self-referral or referrals from other agencies/services/employers
Ask community, service providers, businesses
Business and service providers report they have re-written documents using
plain language
Service providers report increased broad community participation
Barriers to participation are reduced
29
GOAL #3 - A RANGE OF LITERACY PROGRAMS AND RESOURCES MUST BE AVAILABLE TO COMMUNITY MEMBERS.
A - MAINTAIN AND EXTEND SUCCESSFUL PROGRAMS FOR BABIES AND YOUNG CHILDREN
How
Who
Resources
Projected Date
SD 53 and
community
supporters
Space needs to be
made available by
bringing in a new or
used portable, or by
school extension.
By September
2008
1) Improve access to early literacy opportunities, particularly in
Summerland and the Similkameen.
a) Advocate for a StrongStart, or similar program, at Cawston Elementary,
which could become a hub for intergenerational literacy programs and
services
b) Build on the already existing weekly Mom’s Morning Out in Summerland
to include a parent education component with guest presentations
Coordinator, service
providers (library,
public health, C for K,
volunteers)
Libraries
c) Offer early language programs like Mother Goose or a Hanen program
in Summerland
Contact Senior
Speech Pathologist
at IH for a list of
people trained.
Coordinator
d) Ensure that public libraries are user friendly for children (i.e. small
stools for children’s use while checking out books)
Libraries
2) Advocate for speech and language services in all communities,
particularly a speech and language pathologist for Summerland.
Coordinator, Task
Group
3) Promote high quality, accessible childcare as a way to support early
literacy success for children.
Coordinator, Task
Group and others
involved in ECE (SD,
College, private postsecondary training,
CCRR)
a) Write an Issue Alert to Legacies 2010 regarding the need for quality,
affordable daycare
On-going
Funding for trained
service provider
September 08 or
sooner
On-going
SLP needs to be
available
On-going
On-going
30
b) Advocate for provincial licensing minimal standards that better support
early literacy development
c) Lobby for quality ECE training programs that include early literacy and
fair pay for ECE providers
4) Promote parent education about supporting children’s early literacy
and learning.
a) Offer programs like: Mother Goose, You Make The Difference (and
other Hanen programs), LAPS, library programs, Storysacks Canada,
HIPPY (or other outreach into homes) consistently
Trained service
providers
Funding for trained
service provider
On-going
b) Look for ways to include some parental break/socializing time in literacy
programs. Parents were clear in recent surveys that they need this
5) Link families with their local schools as centres for learning for all ages.
a) Use initiatives like PALS, Ready, Set, Learn and StrongStart as starting
points
SD and literacy
partners
On-going
Coordinator, service
providers
Forum was held
Nov 07 and
ongoing in 08
b) Work on cultivating a common environment for all families and children
beyond specific service mandates to a narrowly-defined client
population. Consider EDI findings about the significant number of
vulnerable children scattered through “middle-class” neighbourhoods
6) Continue to explore hub possibilities for early childhood services by
participating in the early childhood hub committee initiated by PDCRS.
We will know that we have been successful when…
Gathering Information
Existing programs continue to involve the community and support early
literacy development
Ask parents and service providers
Monitor participation
Early literacy programming gaps are filled
EDI results show fewer vulnerable children
EDI – Clyde Hertzman
31
B - MAINTAIN AND EXTEND SUCCESSFUL PROGRAMS FOR ELEMENTARY SCHOOL-AGE CHILDREN.
How
Who
Resources
Projected Date
Libraries, students
volunteers,
coordinator, service
clubs, arts and
culture groups, local
authors
Time
On-going
1) Support school district literacy goals through community partnerships
and involvement.
a) Organize community support for an after school book club for
elementary students (particularly requested at Kaleden library)
b) Strengthen the consistency of school 1 to 1 reading programs and other
programs that support students struggling with literacy
c) Value and support multiple literacies
2) Increase parents’ confidence to support their child’s learning.
SD, Classroom
teachers, DPAC and
PACS
3) Support existing family literacy programs in schools and in the
community.
We will know that we have been successful when…
Gathering Information
Students’ literacy levels improve - see School District Literacy plans
School District assessments
Families and the community are well informed and involved in supporting
literacy in multiple ways
Monitor programs and participation
32
C - MAINTAIN AND EXTEND SUCCESSFUL LITERACY PROGRAMS FOR YOUTH AGED 12-19.
How
1) Support school district literacy goals through community partnerships
and involvement.
a) Continue to develop school environments that foster caring
relationships, which support student learning and make teaching
literacy cross-curricular.
Who
Resources
Projected Date
MoE, SD, Libraries,
College, MCFD, youth,
service providers,
community
Funding
On-going
b) Support late intervention literacy programs.
c) Continue to develop connections between youth involved with MCFD
and learning centres, college, alternate schools, in hopes that it may
plant seeds for future re-entry into education
2) Focus on youth interests as a means of developing and supporting
youth literacy skills.
a) Value the role of technological and other literacies
b) Consider creating a youth driven planning council to consider literacy
directions (radio, media projects, graphic novels, screen play writing).
We will know that we have been successful when…
Gathering Information
Youth feel their literacy needs are being met
Focus groups
Students’ literacy levels improve - see School District Literacy plans
School District assessments
33
D - MAINTAIN AND EXTEND SUCCESSFUL LITERACY PROGRAMS FOR ADULTS.
How
1) Advocate and support libraries in increasing their literacy programs
and resources.
a) Support libraries in serving transient populations
Who
Libraries, Coordinator,
Task Group,
volunteers, service
providers
Resources
Projected Date
On-going
2) Promote adult literacy and learning programs and services.
a) Focus areas may be: the links between literacy and English as a
Second language instruction, family literacy, valuing and supporting
multiple literacies
We will know that we have been successful when…
Gathering Information
The literacy needs of adults are being met (including workplace literacy
and health literacy)
Focus groups
Ask service providers
34
E - MAINTAIN AND EXTEND SUCCESSFUL LITERACY PROGRAMS FOR SENIORS.
How
1) Build on intergenerational literacy programs.
a) Including programs which bring youth and seniors together
b) Continue to involve seniors as literacy tutors and supporters
Who
SD, seniors centres
and organizations,
Interior Health,
literacy service
providers
Resources
Funding
Penticton Seniors
Wellness Centre
Learning in
Retirement program
Projected Date
On-going
2) Provide programs to address seniors’ health literacy concerns
a) Programs could include educating seniors about understanding
prescriptions, medical instructions and following treatment
3) Bring learning opportunities to where seniors are already meeting.
4) Improve seniors’ access to technology.
a) Explore sources for a computer with Internet access at the Keremeos
OAP.
Technology and tech.
support
We will know that we have been successful when…
Gathering Information
There are more intergenerational programs
Monitor programs and participation
Seniors access multiple literacy programs and resources including health
literacy and technology
Seniors continue to be involved as tutors and supporters
35
F - MEET EMPLOYER AND EMPLOYEE NEEDS FOR WORKPLACE LITERACY
How
Who
Resources
Projected Date
1) Raise employers’ awareness about the benefits of increasing workplace
literacy levels.
Coordinator and Task
Group, in partnership
with the Chamber of
Commerce and
businesses
Coordinator planning
and presentation time
Fall 08
Coordinator,
Chamber of
Commerce, business
and employers,
literacy service
providers, See
Conference Board of
Canada, Canadian
Adult Literacy
Research Directory
and other Literacy BC
links
Community Adult
Literacy Analysis
(2001) includes
research about
workplace literacy in
the Okanagan. Most
findings and
recommendations are
still relevant. Focus
on making
connections with
employers that led to
action.
a) Presentations about literacy issues, specifically as they affect business,
local literacy services, opportunities for support and involvement made
available as requested, recommended by Task Group, or solicited by
coordinator
2) Explore possibilities for workplace based literacy programs.
3) Explore ways to be involved and support re-training opportunities
available to workers.
a) Facilitate the development of partnerships between education providers
and employers (key business leaders/larger companies may be a
starting point)
b) Explore offering literacy and learning programs in the workplace and
tailoring the curriculum to meet the specific literacy and numeracy
needs of the workplace. Run pilot programs based on best practice in
workplace literacy
c) Employers provide some kind of merit or incentive for employees that
upgrade education
SD, Employers
d) Encourage employers to support family literacy programs for employees
and their children. Employers support their employees attending family
literacy events
Coordinator, Media
On-going
Pilot program in
08
On-going
e) Promote positive public recognition for employers who support literacy
36
4) Ensure students are aware of and possess the literacy and numeracy
skills needed in trades and business.
a) Continue to develop links between schools and the world of work. Talk
to employers/business about what literacy skills are needed and
communicate this information to students through industry
presentations and workshops
b) Provide opportunities for students to gain work experience, job shadow,
be mentored by trade/business professionals
c) Instructors help trades students connect with available literacy tutoring
and student support services
Coordinator,
Chamber of
Commerce, business
and employers,
literacy service
providers, See
Conference Board of
Canada, Canadian
Adult Literacy
Research Directory
and other Literacy BC
links
Volunteer tutors
coordinators
On-going
F - MEET EMPLOYER AND EMPLOYEE NEEDS FOR WORKPLACE LITERACY con’t
We will know that we have been successful when…
Gathering Information
Employers participate in business literacy presentations
Keep track of the number of businesses that participate
At least 2 workplace literacy pilot programs are in place and feedback is positive
Employer and employee response through interviews/surveys
Business and employers become community partners in ensuring that the
needs for literacy and skills development in their employees are being met
Instructor and student feedback
Trades students access the literacy support they need
37
G - IMPROVE HEALTH LITERACY BY SUPPORTING THE CAPACITY OF ALL INDIVIDUALS TO OBTAIN, PROCESS AND UNDERSTAND BASIC
HEALTH INFORMATION AND SERVICES NEEDED TO MAKE APPROPRIATE HEALTH DECISIONS.
How
Who
Resources
Projected Date
a) Have a Literacy Now booth at the South Okanagan Health Fair. Include
information about literacy programs: StrongStart Centres, Learning
Centres, Okanagan College, Literacy tutors, libraries, South Okanagan
Immigrant Community Services (SOICS) and a brochure about the
connections between literacy and health
Coordinator to
organize materials,
display and attend
the fair
Spirit of BC grant,
Literacy Now SD
support
February 2 and 3,
2008
b) Have brochures for patients (written in plain language) available in
medical settings that explain the links between health and literacy and
give information about literacy programs and services
Coordinator to
distribute and
maintain
Coordinator time and
printing costs
Avail. Fall 08
c) Capitalize on the already established Get Active Penticton Workplace
Wellness Network, and Act Now in Osoyoos to promote the role
workplaces play in physical activity, healthy lifestyles and literacy and
learning. Make similar connections with other recreation departments in
the region. Use recreation guides as a place to advertise literacy
programs
Coordinator,
Recreation
Departments and
their business
networks
Coordinator to
develop and
distribute brochure
Printing costs
Fall 08
Coordinator to
organize materials,
display and attend
the fair
Meeting costs
Fall 08
1) Build understanding in the medical and broader community about the
connections between health and lifelong learning.
2) Provide information about literacy programs to medical professionals
so they can refer patients.
a) Distribute Literacy Now health brochure targeted to medical
professionals to Doctors’ offices, clinics, public health, and hospitals.
Brochure to also include information about local literacy programs
b) Host informational workshops/meetings for medical professionals
38
3) Recognize and support the importance of physical, social and
emotional health to early literacy and learning.
SD
Public Health Nurses
On-going
a) Education providers and health providers continue to work
cooperatively on projects such as Ready, Set, Learn
b) Expand Books for Babies to include Next Step 6, 12, 18 month books in
all communities. Use Public Health as a link from Books for Babies to
other family literacy programs and adult literacy programs, since a
desire to help their own children is a powerful motivator
Service club financial
support
Public Health
Literacy service
providers
c) LEAP (Literacy, Education, Activity and Play) BC resources and training
is provided to early childhood educators and parents. Includes MOVE
and HOP
Train the trainers at:
CCRR, OSNS,
Teepee Tots in
Keremeos
d) Healthy living components are included in PALS, StrongStart or other
early literacy programs. Using LEAP as a resource
School Districts and
PALS partners
StrongStart
Preschool and
childcare programs
4) Advocate for patient information that is accessible through the use of
plain language and other initiatives.
Interior Health
communications
department, TG
Coordinator Interior
Health Prevention
Services
a) Research the British Columbia Health Literacy Network (HLN), Literacy
BC, The Centre for Literacy of Quebec- Health Literacy Project for other
possibilities for improving health literacy
Provincial support
through LEAP BC (a
2010 Legacies Now
initiative)
Local trainers have
attended the workshop
and are awaiting
provincial direction
about where to offer
On-going
39
G - IMPROVE HEALTH LITERACY BY SUPPORTING THE CAPACITY OF ALL INDIVIDUALS TO OBTAIN, PROCESS AND UNDERSTAND BASIC
HEALTH INFORMATION AND SERVICES NEEDED TO MAKE APPROPRIATE HEALTH DECISIONS.
We will know that we have been successful when…
Gathering Information
Health Fair attendees visit the Literacy Now booth
Record information about Health Fair booth visitors
Literacy brochures are continuously available in medical settings
Coordinator monitors
Medical professionals refer patients to suitable literacy programs
Keep track of where referrals originate
Early literacy programs that include physical, social and emotional health are
offered and accessed
From early literacy service providers
Medical information is accessible
Check that patient information is in plain language and information is
delivered in other accessible ways
40
APPENDIX B – COMMUNITY PROFILE
Geography
The South Okanagan-Similkameen is located in south central British Columbia. It includes communities in the
Southern Okanagan valley south of Peachland to the border with Washington State: Summerland, Penticton,
Naramata, Kaleden, Okanagan Falls, Oliver, Osoyoos and in the Similkameen Valley: Keremeos, Cawston,
Hedley and Princeton 3. Kelowna, the largest centre in the Okanagan, is approximately 50 km to the north (via
Highway 97), and Vancouver is approximately 425 km away to the west.
Community History
The history and culture of the South Okanagan-Similkameen is tied to the land. The Okanagan Valley was
home to Aboriginal people for thousands of years before others arrived. The Okanagan Nation, an Interior
Salish people who lived in the valley from the head of Okanagan Lake downstream to near the river's
confluence with the Columbia River in present-day Washington, as well as in the neighbouring Similkameen
Valley, numbered in the thousands at the time of contact with European settlers. They were hunter-gatherers,
living off wild game and berries and roots for the most part but travelling north or south to fish or to trade with
other nations. Europeans came at first to trade for furs in the early 19th century and then to establish cattle
ranches, farms, orchards and mining operations.
The South Okanagan-Similkameen is a diverse landscape: orchards, vineyards, beaches, pine trees, rolling
sage covered hills and desert. Although there are commonalities, the communities of the South OkanaganSimilkameen are equally diverse and each has a strong sense of place. The area presents many opportunities
for collaboration between unique communities.
South Okanagan Communities (approx. pop. 79,000)
Summerland (pop. 11, 000), is located on the West side of Okanagan Lake directly across from Naramata
and 18 km north of Penticton. Summerland is noted for orchards and vineyards and for its "Olde English
Town" theme. Summerland is basically divided into two halves with Hwy 97 being the dividing point. There is
the upper part where you will find the downtown and most services. The lower part is where you'll find various
orchards, homes, beach areas, and the Trout Creek area.
Penticton (pop. 32, 000) is the largest city in the South Okanagan and is located between Okanagan and
Skaha Lakes. The name Penticton is derived from a word in the Salish language, and it is roughly translated
as "a place to stay forever". Penticton's primary economic strengths are tourism, wine production and fruit
orchards and manufacturing. Penticton hosts many world famous events annually, among them the Canadian
Ironman Triathlon, the Okanagan Wine Festival and the Penticton Peach Festival
Penticton Indian Reserve
Includes 194.51 square kilometers with a population of 1, 470.
Naramata (pop. 1800) is a small village located on the east shore of Lake Okanagan near Penticton.
Naramata is home to local artisans, cottage industries, a heritage hotel, and a large retreat/conference center
maintained by the United Church.
3
Princeton is not included in this Literacy Now plan.
41
Kaleden (pop. 1300) is a small community on the west side of Skaha Lake between Penticton and Okanagan
Falls. Kaleden is made up of lake-view homes, many containing large orchards and vineyards. There was
once a packinghouse here.
Okanagan Falls (pop. 2000) is a small community situated on Hwy 97. Located here are a hotel, legion, gas
station, condominiums, various antique stores, a liquor outlet and a large new IGA grocery store.
Oliver (pop. 4300) is 19 km north of Osoyoos and has the largest concentration of both vineyards and
commercial wineries in British Columbia. Large-scale settlement in the Oliver-Osoyoos area was enhanced
after construction of an irrigation canal in 1921. The newly irrigated land was made available to veterans at
modest prices. Many of the local orchards are now owned by more recent arrivals from Portugal in the 1950s
and India in the 1980s.
Osoyoos (pop. 4700) is on British Columbia's southern border with Washington State. It includes the only hot
desert in Canada. Osoyoos is a popular summer holiday destination and has gained an enviable reputation as
the community of choice for retirees.
Osoyoos Indian Reserve includes 130.66 square kilometers and a population of 599.
Similkameen Communities
Hedley (pop. 300) In the early 1900s, Hedley's population peaked at over 1,000 people, primarily due to the
gold mining industry. The Hedley Mining Museum displays artifacts and photographs from this era. Princeton
is the closest neighbouring city, approximately 38 km west, while Keremeos is approximately 29 km east.
Lower Similkameen Indian Band includes the Lower Similkameen, Chopaka and Ashnola Reserves with a
population of about 150 people. Upper Similkameen Indian Band includes 65 people living on the
Chuchuwayha Indian reserve.
Keremeos (pop. 1300) is a village 40 minutes south of Penticton and the same distance west of Osoyoos and
the American border. The name originated from the Similkameen native word "Keremeyeus" meaning "creek
which cuts its way through the flats" referring to Keremeos Creek, which flows down from the Upper
Benchlands to the Similkameen River that runs by the village. Local legend claims the name means "the
meeting of the winds" due to the often windy conditions experienced in the valley. Keremeos' main industries
are horticulture, agriculture, ranching, and wine making, among others. Fruit stands are also a major
component of the local economy, making it the self-titled "Fruit Stand Capital of Canada.”
Cawston, (pop. 900) is a rural community outside of Keremeos in the south Similkameen Valley. The town
boasts two fruit packing plants, the newest being built strictly for organic produce - a fast-growing segment of
the area's agricultural economy.
Olalla (pop. 400) is a small retirement-oriented community located on Highway 3A between Keremeos and
Penticton. 4
Demographic Scan 5 and Social and Economic Issues
Information sources for this profile include: local Chambers of Commerce and Visitors’ Centres, Statistics Canada
Community Profiles based on Census 2001 and 2006, BC STATS, Early Development Index (EDI), Composite Learning
Index (CLI), School District Improvement Plans
4
5 Population data is from 2006. Other data is from the 2001 Census, unless otherwise noted. When possible, findings
from the 2006 Census have been incorporated. Where rankings are given on socio-economic indices, a 1 indicates the
worst region, while a 27 is the best.
42
RDOS Demographic Information
Regional District of
Okanagan-Similkameen
(incorporated March 4, 1966)
Population 2006 Census
Penticton
City
Summerland
District
Oliver
Towns
Osoyoos
Princeton
Keremeos
A
Electoral Areas
B
C
D
E
F
G
H
Total
31,909
10,828
4,370
4,752
2,677
1,289
1,921
1,082
3,899
5,913
2,010
2,011
2,308
2,208
77,177
Age Distribution and Family Structure
One in four people living in the regional district of Okanagan Similkameen is over 65, well above the Canadian
average of one in seven. Penticton’s median age during the 2006 Census was 47.9 compared to the provincial
median of 40.8. The South Okanagan is aging faster than the provincial average. The median provincial age
increased 2.4 years between 2001 and 2006, whereas the median age for Penticton increased by 5.6 years.
The oldest community in this region is Osoyoos, where the median age is 58.8 and 91% of the town’s
residents are over 15 years. The median age for the south Okanagan is more than 5 years older than its
northern and central Okanagan counterparts.
The Okanagan Similkameen is ranked first of 27 regional districts in the elderly dependency rate. The elderly
dependency ratio is the number of people aged 65 and older compared to the number of people of working
age. The elderly population is highly dependent upon the working age population for contributions, directly and
via taxation, to its pension plans, health care system, and income support through other government transfers.
Penticton has struggled over the past 2 decades to create employment opportunities to attract and retain
young families in the city. The number of working age residents between 15 and 64 has increased by nearly
1000 people since 2001, which makes up two-thirds of Penticton’s population.
Only 46.3 percent of families have children living at home compared to the BC average of 60.5 percent. Of
families with children 30.4% are headed by a lone parent, 5 percent higher than the average. Keremeos (16%)
and the city of Penticton (18.9%) have the most lone-parent families as a percentage of all families in the
region.
It is important to note that populations in South Okanagan-Similkameen communities increase by as much as
5 times during the summer months due to tourists and itinerant agricultural workers.
Ethnic Background
Visible Minorities make up 5.2 percent of the population, which is much lower than the provincial average of
21.6%. The largest minority group is south Asians (2030) followed by Japanese (445) Chinese (405) Filipino
(140) and others (880). There are differences across the region. The percentage of the population with a
mother tongue that is neither English nor French ranges from 29.48% in Oliver to 8.09% in the Central East
part of Penticton.
43
The Aboriginal identity population is 2870. The percentage of the total population reporting any Aboriginal
status ranged from 10.69% in Keremeos to 1.47% in Osoyoos.
Economic Situation
The average family income is $51,435, which is $13,386 less than the BC average of $64,821. The median
total income on the Indian Reserves in the area is much lower ($15, 565 in Osoyoos and $17,574 in
Penticton). Lone parent families in the South –Okanagan Similkameen have an average income of $29,665
compared to the BC average of $33,829. The Okanagan-Similkameen is the second worst region in BC when
evaluated by average employment income. Serving a low socio-economic population is one of the issues faced
in the region.
Average Individual Income Based on 2003 Taxable Returns
Community
Keremeos
Osoyoos
Oliver
Penticton
Summerland
BC Average
Average Income ($)
29,603
33,284
33,331
36,935
38,389
44,371
The unemployment rate among families with young children ranged from 23.1% in Keremeos to 0 in South
West Penticton and in Naramata.
44
Unemployment Rate Among Families with Young Children (2001)
25
20
15
10
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Region
The overall occupational structure of the region in 2001 was quite similar to the provincial structure. However,
11.3% of workers were involved in primary goods compared to the BC average of 4.6%. Sales and service
was the largest occupational category in all parts of the Okanagan Similkameen except Okanagan
Similkameen G where occupations unique to primary industry were the largest category and the village of
Keremeos where the largest occupational category was agriculture and other resource based industries.
The region had the 9th lowest (9th best) ranking on the 2006 Children at Risk indices and had the 7th lowest
ranking on the Youth at Risk indices. Indices indicators include: income assistance, crime, health, children in
care, and other.
There is more seasonal unemployment in the Okanagan Similkameen. Total beneficiaries as a percentage of
the population ranges from a low of 2.6% in September to 4.8% in December. The provincial average stays
between 2-3% all year.
Housing
In 2001, 26% of owners and tenants were paying 30% or more on housing costs, which was similar to the
provincial average. Housing costs have increased dramatically over the past 6 years, so it is very likely that
the percentage paying more than 30% is much higher now. Agricultural land prices have also risen
dramatically in the last 10 years. Insufficient affordable housing is an issue across the region.
Education
The Early Development Instrument (EDI), which assesses children’s development in kindergarten on five
scales: physical health and well being, social competence, emotional maturity, language and cognitive
development and communication skills and general knowledge, shows that the percentage of children
vulnerable on one or more scales in the South-Okanagan Similkameen ranges from 18.2% to 39.8% in
2005/2006. The BC average is 25% vulnerable on one or more scales. Vulnerability increased in six
neighbourhoods and decreased in 7 neighbourhoods over the last 3 years. A positive example is Penticton’s
Downtown East, which improved by a statistically significant 15.2%.
45
The Foundational Skills Assessment (FSA) results for grade 4 and 7 reading; writing and math averaged
between 2003 and 2006 were similar to the provincial average. Twenty percent of grade 4 and 7 students
were below standard in reading.
Both School Districts within this region have experienced significant increases in Dogwood completion rates
over the last five years. The rate in School District 53, which includes Hedley, Keremeos, Cawston, Osoyoos,
Oliver and Okanagan Falls, improved from 67% to 81%.
School District 67, which includes Summerland,
Penticton, Naramata and Kaleden increased from 75% to 84%.
The grade 10 English non-completion rate was the second lowest in the province. However, the noncompletion rate for grade 10 Science was 4.4% higher than average (36.2%) and 7.4% higher for Math
(48.1%).
There are 566 Aboriginal students in SD 67 and over 300 in SD 53, with students representing Status On
Reserve First Nations, Other First Nations, Métis, Inuit, and other off-reserve people of aboriginal ancestry.
From 2000 to 2006 the Aboriginal student completion rate in SD 67 increased from 26% to 60% - a difference
of 34%. There is an Aboriginal Education Enhancement Agreement in place for both School Districts. The
relationships between local aboriginal communities and other education providers continue to develop in
productive and respectful ways.
The percentage of the population age 25-54 without high school completion was 22.2, slightly higher than the
BC average. There were large discrepancies across the region. The percent of the population 20 years and
older without high school completion ranged from 43.89% in Oliver to 20.82% in Naramata. Eight percent
fewer residents of the Okanagan Similkameen had post secondary qualifications, 43.2% compared to 50.4%.
Only 9.2% of residents had university degrees.
46
Providing accessible programming in rural areas is an issue in the region.
The Composite Learning Index (CLI) is a new source of information. It provides an annual measure of
Canada’s performance in a number of areas related to lifelong learning, organized into four pillars: know, do,
live, be.
The 2007 CLI score in SD 67 was 81.9 and the average for SD 53 was 79.9. The Canadian average CLI score
in 2007 was 76. The BC average was 82. See the CLI chart information, which follows the profile. The CLI is
based on statistical indicators that reflect the different ways Canadians learn—in school, in the home, at work
and within their community.
Crime
The indicators of crime statistics indicate that the Okanagan Similkameen crime rates were slightly lower than
the provincial average. Our region ranked 18 of 27. Our serious crime rate dropped 5.4% between the
average of 2000/02 and 2003/05, while the provincial crime rate dropped 0.9%, ranking 20 of 27 Regional
districts.
Health
th
The Okanagan Similkameen ranks 4 worst on the index of heath problems. 7.0 years of life lost due to suicide
and homicide average 2001-2005 versus 4.3 and 14.7 potential years of life lost to natural accidental causes
versus 8.6. One explanation may be the older average age in the region. There are 13.3 teen pregnancies
per 1000 women aged 15-17, four less than the provincial rate.
47
APPENDIX C
R EGIONA L LITERACY ASSETS
These are literacy resources that serve the South Okanagan-Similkameen region. Bold font listings are
direct literacy assets, while regular font listings are used for more supportive assets that may present
opportunities for further connections and linkages.
All Ages:
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Aboriginal Community – as an opportunity for connections and as a model of collaboration,
specific Indian Band education programs are listed by community
Interior Health –
• Prevention Services: prenatal and postpartum, dental health, audiology services, school
and youth programs, adult and seniors programs, educational resources
• Population Health: injury prevention, chronic disease prevention and community action,
community nutrition program
• Mental Health and Addiction Services
• Home and Community Care – home care nursing/support with personal care (other
support for seniors available in the community $$)
Lower Similkameen Community Services Society (LSCSS) – providing a variety of programs
to support people of all ages, including a community resource directory
Media – community and other newspapers, radio, local cable, internet, television (particularly,
Knowledge Network, KidsCBC), film
Museums
Parks and Recreation – links between active living and life long learning
Penticton and District Community Resources Society (PDCRS) – a multi-service organization
providing programs and support for children, youth, families and individuals with developmental
disabilities. Maintains a comprehensive community directory
People – children, parents, extended families, service providers, seniors, community members
Naramata Centre – “a place of learning, spiritual nurture and renewal” programs for all ages
Okanagan School of the Arts – innovative programs and projects relating to creative literacy
Public Libraries – offer resources for all ages, including programs for all from infancy through
adulthood; support for literacy and ESL students and teachers; reader’s advisory, reference help
and internet access for all; homebound delivery for shut-ins; and multicultural resources.
Raise a Reader – an annual fundraiser for local literacy organizations using proceeds from
special-edition newspapers.
RCMP
Religious Organizations
School District 53 and 67 – Literacy and numeracy are the central goals of K-12 education.
Both School Districts have detailed Literacy and Numeracy Plans, which align with their District
Improvement Plans/Achievement Contract and Aboriginal Enhancement Agreements and SD
literacy committees. All teachers are seen as teachers of reading and supporting teachers in
improving practices in reading, writing and numeracy is a priority, as is developing strategies and
structures to support students struggling with reading, writing and numeracy. Both School
districts have early and late literacy intervention programs,
Individual K-12 schools are listed as assets in the community where they are located. There are
also home learners throughout the region. The school districts understand and respect the
uniqueness of their schools and the communities they serve. All schools have things in common,
but also use programs and strategies that address their specific needs. Where school literacy
48
programs include the community or happen outside of regular school hours, the asset is listed in
the appropriate community asset table. These points of connection between classrooms and
community present opportunities for further development.
Schools also engage families and the community through direct special literacy events such as,
Family Literacy Day, Community Reading Day, District Science Fairs and other supportive school
events, like theme dinners, family hockey, etc. which are valuable literacy assets, but too
numerous to list here.
The Board of Education mandate has recently expanded to include literacy for all ages. Both
districts serve young children through StrongStart Centres, a free school-based program,
primarily focused on 3-5 year olds and their parents/caregivers. The Districts are involved in
Ready, Set, Learn initiatives and in HELP BC and the EDI. SD53 has 2 preschool partnerships
and an ECE literacy inservice program and is involved in Communities for Kids, as is SD 67.
SD67 is finding that PALS (Parents as Literacy Supporters) is helping link ECEs and Elementary
school teachers.
Adults are served through Learning Centres and distributed learning, which offer self-paced
upgrading and graduation courses and personal interest courses to those over 16. Part of the
expanded mandate is that school districts complete a district literacy plan. SD 53 and 67 are
actively involved in the Literacy Now community literacy planning process as we look for ways to
enhance and connect literacy development at all ages. Some examples of partnerships include:
libraries, Okanagan College, MCFD.
o
o
o
Service Clubs (such as: Kiwanis, Rotary, Legion, Women’s Institute)
Social Services (such as: Salvation Army, Soupeteria, Ministry of Children and Families, Veterans
Affairs)
South Okanagan Immigrant and Community Services (SOICS/PDMS) – offers a broad range
of services for immigrants throughout the South Okanagan: settlement and labour market focused
language skills, assessment, training and testing, community bridging services for newcomers,
“Buddy” program currently in 5 schools in the South Okanagan, host/mentor program provides
one-on-one tutoring, job shadowing opportunities, cross-cultural training and settlement support
services, assistance with forms, employment services and interpretation and translation services.
Babies and Young Children:
o
o
o
o
o
Books for Babies – all newborns in the province receive a book usually distributed through
Public Health (in partnership with the library)
Child Care Resource and Referral (CCRR thru PDCRS) – refers parents throughout the SO-S
to screened non-licensed home or licensed home or group day cares that provide a safe,
nurturing learning environment. Registered caregivers receive ECE consultation and support,
participate in Pro-D, and access the CCRR resource library. Registered licensed childcare,
preschool and before/after school care is listed under the community where it is located. Some
childcare programs include more literacy activities than others.
Community Action Program for Children – a national program through the Public Health
Agency that serves pregnant women and children under 6 and their parents through programs
relating to health, nutrition, parenting and literacy.
Communities for Kids – in partnership with Success by 6 and Understanding the Early Years
works with community members for the benefit of children aged 0-6. Maintains an on-line
directory of services for children under 6.
Infant Development Program (based out of Penticton OBGC) – serves children from birth to
age three, who are at risk for, or who already have a delay in development.
49
o
o
o
o
o
Interior Health – Prevention Services: infant and child programs, services and early intervention
of communication disorders
Okanagan Similkameen Neurological Society (OSNS) – early intervention programs: speech
and language pathology, occupational and physiotherapy, early childhood education services
(Kinderplace in Penticton), Autism Treatment Services, Psychosocial Services.
Ready, Set, Learn – provincial program for 3 and 4 year olds and their parents at their local
school, usually a workshop/presentation about ways to support school readiness, book for
child/parent resource
Supported Child Development Program (PDCRS) – supports the inclusion of children with
special needs into early childhood education and care settings
South Okanagan Immigrant and Community Services (SOICS) – child minding for children of
students attending ESL, storytelling in English, language specific childcare subsidy access for
immigrants, help with forms.
Children and Youth:
o
o
o
o
o
o
Children’s Showcase
Ministry of Education – book given to children in K and 1 (grade 1 with corporate sponsorship)
Okanagan Boys and Girls Clubs (OBGC) – provides programs for children, youth and their
families that support physical, educational and social development.
Rotary Okanagan International Children’s Festival
Okanagan Young Writers and Poets Contest
Private tutors
Youth and Adults:
o
o
o
o
o
o
o
o
Chamber of Commerce and the business community
En’owkin Centre– Okanagan Language Program, Foundations in Indigenous Fine Arts, College
Readiness Program, Aboriginal Artist Training (NAPAT)
Literacy Tutoring through Okanagan College or South Okanagan Community Literacy
Program (everywhere except the Similkameen)
Okanagan College – Programs and courses include: foundational programs, special education,
trades, technology, health, university, continuing studies and distance education. Student
Services include: Aboriginal mentor, academic advising, disability services, financial awards,
student success centre, library. The Speakers’ Series in Penticton is free and open to the public.
Private fee for service colleges
South Okanagan Immigrant and Community Services (SOICS)– provides employment
services to immigrants which includes the following topic areas: workplace culture, language of
the workplace, cross cultural communication, resumes and cover letters, interview skills, labour
market trend information, computer and other skills training opportunities, technical and
employability skills required in Canadian workplaces, options for credential evaluations,
employment needs assessment, individualized action plans, ongoing support to clients and their
employers, follow-up cultural support, data base of employers who are hiring and on employment
opportunities available within the community. Liaison and referral with other service providers and
employers. Settlement Language training (ESL), assessment and testing. Pre-literacy to CLB 6.
THEO BC – provides training, education and job placement services to mental health and
disabled community
Work Zone – provides service to unemployed individuals through employment counseling, job
search support, and workshops, like computer basics, that increase employability.
Seniors:
o
Seniors Centres – some offer clubs that support literacy more directly (e.g. computer, Scrabble)
50
L I T ER A C Y A S S ET S B Y C O MMUN IT Y
1. Age-by-Age Literacy Assets by Community
Specific programs, including those that operate under regional organizations, are listed with the community in
which they occur. Again, bold font indicates a more direct literacy asset.
NOTE: Only programs directed specifically towards seniors are listed under that heading, but many programs
listed under adults could also apply to seniors.
51
KALEDEN LITERACY ASSETS IN OUR COMMUNITY
PRENATAL
&
PERINATAL
BIRTH TO 5
YEARS
KINDERGAR
TEN TO
GRADE 3
Vees
Reading
Event
Vees
Reading
Event
Kaleden
Community
Playschool
Summer
Reading
Club Library
Summer
Reading
Club Library
Little Busy
Bee’s Family
Child Care
Kaleden
Elementary
School
Kid’s
Connection
Out of
School Care
Potential
Buddy
Program for
immigrant
children
(thru SOICS)
Kaleden
Elementary
School
Preschool
Storytime –
Library
GRADES 4-7
GRADES 8-9
GRADES 1012
YOUNG
ADULTS
ADULTS
one-on-one
tutoring and
services for
immigrants
(thru SOICS)
Potential OK
College
tutoring
SENIORS
one-on-one
tutoring and
services for
immigrants
(thru SOICS)
Potential
Buddy
Program for
immigrant
children
(thru SOICS)
52
NARAMATA LITERACY ASSETS IN OUR COMMUNITY
PRENATAL
&
PERINATAL
BIRTH TO 5
YEARS
Preschool
Storytime –
Library
Naramata
Preschool
KINDERGAR
TEN TO
GRADE 3
Naramata
Elementary
School
GRADES 4-5
Naramata
Elementary
School
Summer
Reading
Club Library
Summer
Reading
Club Library
Leapin'
Lizard’s
Before and
After school
Care
Potential
Buddy
Program for
immigrant
children
(thru SOICS)
Leapin’
Lizard’s
Before and
After school
Care
Potential
Buddy
Program for
immigrant
children
(thru SOICS)
GRADES 6-8
GRADES 912
YOUNG
ADULTS
ADULTS
one-on-one
tutoring and
services for
immigrants
(thru SOICS)
Potential for
OK College
tutoring
SENIORS
Seniors
Centre
one-on-one
tutoring and
services for
immigrants
(thru SOICS)
53
OKANAGAN FALLS LITERACY ASSETS IN OUR COMMUNITY
PRENATAL
&
PERINATAL
BIRTH TO 5
YEARS
Early Literacy
Mentoring
Project (w/
ECE)
StrongStart
Preschool
Storytime Library
Toddlertime Library
OK Falls Mini
School
Kids Castle
Family
Little Stars
Daycare
Books at 6,
12, 18mo.
(thru Lib. $
from Legion)
KINDERGAR
TEN TO
GRADE 3
OK Falls
Elementary
GRADES 4-7
OK Falls
Elementary
OK Falls Out
of School
care
Summer
Reading
Club Library
Vees
Reading
Event
OK Falls Out
of School
care
Summer
Reading
Club Library
Potential
Buddy
Program for
immigrant
children
(thru SOICS)
Literacy Kit
for Ks (thru
Rotary)
Summer
Read and
Rec’
Roots of
Empathy
Potential
Buddy
Program for
immigrant
children
(thru SOICS)
GRADES
8-9
Youth
Summer
Prog. thru
OBGC
GRADES 1012
Youth
Summer
Prog. thru
OBGC
YOUNG
ADULTS
one-on-one
tutoring and
services for
immigrants
(thru SOICS)
ADULTS
Writing Out
Loud
SENIORS
Seniors
Centre
Adult Literacy
Collection at
Library
South Okanagan
Community
Literacy Society
South Okanagan
Community
Literacy
Program
(literacy
tutoring)
one-on-one
tutoring and
services for
immigrants (thru
SOICS)
54
OLIVER LITERACY ASSETS IN OUR COMMUNITY
PRENATAL
&
PERINATAL
Prenatal
classes thru
IH
BIRTH TO 5
YEARS
KINDERGAR
TEN TO
GRADE 3
Sen Pok
Chin School
GRADES 4-7
GRADES 8-9
GRADES 1012
Sen Pok
Chin School
OIB
Headstart
Preschool
and
OIB
Inkameep
Childcare
4 Licensed
Out of
School Care
4 Licensed
Out of
School Care
Intensive
Family Dev.
Program
(OBGC)
Southern
Okanagan
Secondary
Oliver
Elementary
Oliver
Elementary
Youth
Summer
Prog. thru
OBGC
OIB Building
Blocks
(literacy
outreach)
5 Licensed
Family Child
Care
Tuc-el-Nuit
Elementary
(TEN
preschool)
Read and
Rec’ (OES
and T-el-N)
Tuc-el-Nuit
Elementary
Little Lambs
Christian
Preschool
1 to 1
Tutoring
1 to 1
Tutoring
Library
Storytime
Red Cedar
Book club
thru Library
Potential
Youth
Ambassador
Program for
immigrant
youth
(thru SOICS)
YOUNG
ADULTS
ADULTS
Intensive
Family Dev.
Program
(OBGC)
Southern
Okanagan
Secondary
Intensive
Family Dev.
Program
(OBGC)
OIB Tourism
Training
Intensive
Family Dev.
Program
(OBGC)
OIB Tourism
Training
WorkZone
WorkZone
WorkZone
Youth
Summer
Prog. thru
OBGC
Potential
Youth
Ambassado
r Program
for
immigrant
youth
(thru SOICS)
ESL classes
(thru SIOCS)
ESL classes
(thru SOICS)
OK Campus
OK Campus
Parenting
Wisely
Parenting
Wisely
SENIORS
Seniors
Centre
55
OLIVER LITERACY ASSETS IN OUR COMMUNITY
PRENATAL
&
PERINATAL
BIRTH TO 5
YEARS
Literacy
Parenting
Skills (LAPS)
Early
Literacy
Mentoring
Project (w/
ECE)
Baby Talk
thru IH
StrongStart
at OES
Next Step –
books for 6,
12, 18 mo
thru Kiwanis
KINDERGAR
TEN TO
GRADE 3
Roots of
Empathy
GRADES 4-5
DARE thru
RCMP
GRADES 6-8
GRADES 912
YOUNG
ADULTS
SD Learning
Centre
ADULTS
SENIORS
SD Learning
Centre
SD Learning
Centre
Literacy Kits
for Ks (thru
Rotary)
Adult
Literacy
Library
Collection
South
Okanagan
Adventist
Christian
School
Potential
Buddy
Program for
immigrant
children
(thru SOICS)
South
Okanagan
Community
Literacy
Society
South
Okanagan
Community
Literacy
Program
(literacy
tutoring)
one-on-one
tutoring ESL
and
settlement
services for
immigrants
(thru SOICS)
Potential
Buddy
Program for
immigrant
children
(thru SOICS)
one-on-one
tutoring ESL
and
settlement
services for
immigrants
(thru SOICS)
Mother
Goose thru
IH
Preschool
partnership
at TeN
56
OSOYOOS LITERACY ASSETS IN OUR COMMUNITY
PRENATAL
&
PERINATAL
Prenatal
classes thru
IH
BIRTH TO 5
YEARS
KINDERGARTEN
TO GRADE 3
Osoyoos Child
Care Centre
Osoyoos Child
Care – Kids Klub
Story Hour Library
Osoyoos
Elementary
Babytime Library
Summer
Reading Club Library
Next Step –
books for 6,
12, 18 mo thru
Kiwanis
1 to 1 Reading
Tammy’s
Childcare
Summer Read and
Rec’
Baby Talk thru
IH
Good Shepard
Christian School
GRADES
4-7
GRADES 89
GRADES
10-12
Osoyoos
Child
Care –
Kids
Klub
Osoyoos
Element
ary
Summer
Reading
Club Library
1 to 1
Reading
Osoyoos
Secondary
Osoyoos
Secondary
Learning
Centre
Learning Centre
WorkZone
WorkZone
WorkZone
DARE
thru
RCMP
Youth Prog.
@ Sonora
thru OBGC
Potential
Youth
Ambassad
or Program
for
immigrant
youth
(thru
SOICS)
YOUNG
ADULTS
Youth
Prog. @
Sonora
thru OBGC
Potential
Youth
Ambassad
or
Program
for
immigrant
youth
(thru
SOICS)
ADULTS
SENIORS
Seniors
Centre
South Okanagan
Community
Literacy Program
(literacy tutoring)
South Okanagan
Community
Literacy Society
one-on-one
tutoring ESL
and
settlement
services for
immigrants
(thru SOICS)
one-on-one
tutoring ESL and
settlement services
for immigrants
(thru SOICS)
57
OSOYOOS LITERACY ASSETS IN OUR COMMUNITY
PRENATAL
&
PERINATAL
BIRTH TO 5
YEARS
KINDERGARTEN
TO GRADE 3
Mother Goose
thru IH
Roots of Empathy
LAPS (Literacy
and Parenting
Skills)
Early Learning
Centre at
Osoyoos Elem
Potential
Buddy
Program for
immigrant
children
(thru SOICS)
Literacy Kit for Ks
(thru Rotary)
GRADES
4-7
GRADES 89
GRADES
10-12
YOUNG
ADULTS
ADULTS
SENIORS
Potential Buddy
Program for
immigrant children
(thru SOICS)
58
PENTICTON LITERACY ASSETS IN OUR COMMUNITY
PRENATAL
&
PERINATAL
Positively
Pregnant
(CAPC)
Pre-Natal
Classes (thru
IH)
BIRTH TO 5
YEARS
KINDERGARTEN
TO GRADE 3
GRADES
4-5
You Make the
Difference
(early language
intervention
program)
Vees Reading
Event
Vees
Reading
Event
Baby Songs
and Rhymes
@ Queen’s
Park School
Summer Reading
Club – Library &
theme days
Preschool
Storytime –
Library
Outmasquilxw
cultural School
Summer
Reading
Club –
Library &
theme
days
Outmasqu
ilxw
Cultural
School
CAPC
(Community
Action
Program for
Children)
Muffin Mix,
Community
Kitchen, Fam.
Night, Fam.
Special
Ecole Entre Lac
Ecole
Entre Lac
GRADES
6-8
GRADES
9-12
YOUNG
ADULTS
ADULTS
SENIORS
Integrated
Family
Dev. Prog.
(OBGC
and
PDCRS)
Alternate
School (SD
and
PDCRS)
Integrated
Family
Dev. Prog.
(OBGC
and
PDCRS)
Alternate
School (SD
and
PDCRS)
Integrated
Family Dev.
Prog.
(OBGC and
PDCRS)
Integrated
Family Dev.
Prog. (OBGC
and PDCRS)
Library book
delivery
Nobody’s
Perfect
Parenting
(OBGC)
Nobody’s
Perfect
Parenting
(CAPC)
Circle of
Strength
(PIB)
Circle of
Strength
(PIB)
Adult
Learning
(PIB)
Adult
Learning
(PIB)
R’Native
Voices and
Summer
Services,
Drug &
Alcohol
Outreach
Worker
thru
Ooknakane
R’Native
Voices and
Summer
Services,
Drug &
Alcohol
Outreach
Worker
thru
Ooknakane
OK College
Classes &
Student
Services
OK College
Classes &
Student
Services
Penticton
Seniors Drop In
Centre (incl.
French Conv.
Club and
Scrabble Club)
Penticton
Recreation and
Wellness Centre
(incl. Learning
in Retirement
courses, Book
Club)
Seniors on
Seniors (SOS)
Tech.
Workshop@
Footprints to
Tech.
59
PENTICTON LITERACY ASSETS IN OUR COMMUNITY
PRENATAL
&
PERINATAL
BIRTH TO 5
YEARS
KINDERGARTEN
TO GRADE 3
Baby Talk
(thru IH)
7 licensed Out of
School Care
StrongStart@
Queen’s Park
School
Breakfast for
Learning (at
Ooknakane)
9 licensed
Preschools
3 Independent
Elementary
Schools
22 licensed
Family Child
Care Centres
Weekly cultural after
school program (at
Ooknakane)
5 licensed
Group Daycare
7 Public
Elementary
Schools
GRADES
4-5
GRADES
9-12
YOUNG
ADULTS
3 Public
Middle
Schools
WorkZone
WorkZone
WorkZone
Seniors
Advocate
7 licensed
Out of
School
Care (to
12yrs)
2 Public
High
Schools
Penticton
Writers and
Publishers
(PWAP)
Computer Club
Breakfast
for
Learning
(at
Ooknakane
)
Bare
Bones
Theatre
School
Penticton
Museum
Summer
Programs
Penticton
Museum
Summer
Programs
Ooknakane
– Computer
Lab, Family
Literacy,
Cultural
Nights,
Referrals
Okanagan
College
Literacy
Tutoring
Bare
Bones
Theatre
School
Bare
Bones
Theatre
School
Okanagan
College
Adult Basic
Education
Okanagan
College Adult
Basic
Education
Museum Brown
Bag Lecture
Series
Weekly
cultural
after school
program at
Ooknakane
Peer
tutoring
OK
College
Classes &
Student
Services
one-on-one
tutoring
ESL and
settlement
services for
immigrants
(thru
SOICS)
one-on-one
tutoring ESL
and
settlement
services for
immigrants
(thru SOICS)
Penticton
Museum
Archives
7 licensed
Out of
School
Care
7 Public
Elem.
Schools
GRADES
6-8
ADULTS
SENIORS
Okanagan
College
Literacy
Tutoring
60
PENTICTON LITERACY ASSETS IN OUR COMMUNITY
PRENATAL
&
PERINATAL
BIRTH TO 5
YEARS
Child minding
for immigrant
children thru
SOICS
KINDERGARTEN
TO GRADE 3
GRADES
4-5
GRADES
6-8
GRADES
9-12
Volunteer Reading
programs in
schools (1 to 1,
Read to Me)
Big Brother And
Sisters Volunteer
Reading @
Queen’s Park
Penticton
Museum
Summer
Programs
Volunteer
Reading
programs
in schools
(1 to 1,
Read to
Me)
DARE (thru
RCMP)
Ellis Street
School
(youth on
probation)
Buddy &
Youth
Ambassad
or
program
for
Immigrant
youth
(thru
SOICS 5
schools)
Sunday Family Art
Project and Summer
Programs at the Art
Gallery
Books for
Breakfast (Queen’s
Park)
7 Licensed
Out of
School
Care
Sunday
Family Art
Project and
Summer
Programs
at the Art
Gallery
3
Independe
nt
Elementar
y Schools
K Enrichment
Prog. @ Edmonton
Ave.
Buddy &
Youth
Ambassad
or
program
for
Immigrant
youth
(thru
SOICS 5
schools)
Roots of
Empathy
Program
QP Alumni
Program
YOUNG
ADULTS
ADULTS
SENIORS
Friends of
Penticton
Museum
5 licensed
Group Daycare
Writing Out
Loud
(Queen’s
Park
School,
OBGC)
Writing Out
Loud
(Queen’s
Park School,
OBGC)
Seniors
Afternoon at the
Art Gallery
SD
Learning
Centre
SD Learning
Centre
SD Learning
Centre
Sunday
Family Art
Project and
Summer
Programs at
the Art
Gallery
Books for
Breakfast
(Queen’s
Park)
Sunday
Family Art
Project and
Summer
Programs at
the Art Gallery
Books for
Breakfast
(Queen’s
Park)
61
PENTICTON LITERACY ASSETS IN OUR COMMUNITY
PRENATAL
&
PERINATAL
BIRTH TO 5
YEARS
KINDERGARTEN
TO GRADE 3
GRADES
4-5
Buddy program for
Immigrant children
(thru SOICS 5
schools)
Buddy
program
for
Immigrant
children
(thru
SOICS 5
schools)
GRADES
6-8
GRADES
9-12
YOUNG
ADULTS
ADULTS
Young
Associates
at the Art
Gallery
Philosopher’s
Cafe
Parenting
Wisely
Parenting
Wisely
SENIORS
Museum
Brown Bag
Lecture Series
PALS
(parents as
literacy
supporters in
all Elem.
schools)
Penticton
Museum
Archives
Penticton
Steps Out
speaker series
Adult
Literacy
Tutoring thru
OK College
62
PENTICTON LITERACY ASSETS IN OUR COMMUNITY
PRENATAL
&
PERINATAL
BIRTH TO 5
YEARS
KINDERGARTEN
TO GRADE 3
GRADES
4-5
GRADES
6-8
GRADES
9-12
YOUNG
ADULTS
ADULTS
SENIORS
SAFE Schools and
Family
Enrichment
@ Queen’s
Park
Ooknakane
Computer
Lab, Family
Literacy,
Cultural
Nights,
Referrals
Footprints to
Tech.
63
SIMILKAMEEN LITERACY ASSETS IN OUR COMMUNITY
PRENATAL
&
PERINATAL
BIRTH TO 5 YEARS
KINDERGARTEN
TO GRADE 4
GRADES
5-7
Duckie Lucky
Preschool - Keremeos
Rhyme and Rec’
(Cawston)
Similkameen Sec.
Similkameen Sec.
Similkamee
n Sec.
Prenatal thru
IH
Mother Goose Style
(thru IH)
1 to 1 Reading
Program @
school
Literacy
Helping
Teacher
WorkZone
CAPC
CAPC (Tumble
Bumble, Bridge Gen.
some prog. in Hedley)
Summer Reading
Club thru lib.
Seven Dwarfs Daycare
- Keremeos
Hedley
Elementary (11
students)
1 to 1
Reading
Program
@ school
Summer
Reading
Club thru
lib.
DARE thru
RCMP
Keremeos Playschool
Read and Rec’
(Cawston and
Hedley)
Library storytime
Readers’ Theatre
thru
Family Literacy
Coord.
Literacy Kit for
K’s (thru Rotary)
Tee Pee Tot Daycare Cawston
GRADES 89
GRADES
10-12
YOUNG
ADULTS
ADULTS
SENIORS
SD
Learning
Centre
WorkZone
SD
Learning
Centre
WorkZone
SD
Learning
Centre
Seniors
Centre
Accelerated
Reading
Program
CAPC
ESL
classes
(thru
LSCSS)
Settlement
services for
Immigrants
thru SOICS
ESL
classes
(thru
LSCSS
Settlement
services
for
Immigrant
s thru
SOICS
64
SIMILKAMEEN LITERACY ASSETS IN OUR COMMUNITY
PRENATAL
&
PERINATAL
BIRTH TO 5 YEARS
KINDERGARTEN
TO GRADE 4
GRADES
5-7
GRADES 89
GRADES
10-12
YOUNG
ADULTS
ADULTS
SENIORS
Roots of
Empathy
Cawston
Elementary
(Birthday books)
Lower Similkameen Indian Band: Band school and literacy tutoring based on needs
Upper Similkameen Indian Band: Pre-school and parent program, other literacy programs based on needs/attendance. Future opportunities for
literacy partnerships for after-school program.
65
SUMMERLAND LITERACY ASSETS IN OUR COMMUNITY
PRENATAL
&
PERINATAL
BIRTH TO 5
YEARS
Preschool
Storytime at
Library
Parent-Child
Rhymetime at
Library
Mom’s
Morning Out
10 licensed
Daycares
Glenfir
Preschool
Summerland
Montessori
Preschool
KINDERGA
RTEN TO
GRADE 3
Vees
Reading
Event
Boys and
Girls Club Child Care
Boys and
Girls Club –
Drop-in and
Recreation
programs
Giant’s
Head
School
(Read to Me,
Breakfast
Prog.)
Trout Creek
(1 to 1
Reading)
Montessori
School
GRADES 4-5
GRADES 6-8
GRADES 9-12
YOUNG
ADULTS
ADULTS
SENIORS
Summerland
Middle
School
(Breakfast
Prog.)
Youth Council
(OBGC)
WorkZone
WorkZone
WorkZone
Library at
your Door
Youth Council
(OBGC)
SD Learning
Centre
SD Learning
Centre
Youth Mental
Health Worker
(thru OBGC)
Youth Mental
Health Worker
(thru OBGC)
OK College
Campus
OK College
Campus
SD
Learning
Centre
Seniors
Centre
Boys and Girls
Club – Youth
and Family
Worker
Boys and Girls
Club – Youth
and Family
Worker
Monthly
Book Club
at Library
Trout Creek
(1 to 1
Reading)
DARE thru
RCMP
Summerland
Secondary
(Breakfast)
Montessori
School
Steller
Awards
bookclub thru
Library
Steller
Awards
bookclub thru
Library
PALS
(parents as
literacy
supporters
in all Elem.
schools)
Adult
Literacy
tutoring thru
Ok College
Vees
Reading
Event
Boys and
Girls Club Child Care
Boys and
Girls Club –
Drop-in and
Recreation
programs
Giant’s Head
School
(Read to Me,
Breakfast
Prog.)
66
SUMMERLAND LITERACY ASSETS IN OUR COMMUNITY
PRENATAL
&
PERINATAL
BIRTH TO 5
YEARS
Tumble time
thru Baptist
church
Ready, Set,
Go…
Preschool
Summerland
Christian
Playschool
KINDERGA
RTEN TO
GRADE 3
Glenfir
School
GRADES 4-5
Glenfir
School
Ecole Entre
Lac
Potential
Buddy
Program for
Immigrant
children
(thru
SOICS)
Potential
Buddy
Program for
Immigrant
children
(thru SOICS)
GRADES 6-8
GRADES 9-12
YOUNG
ADULTS
ADULTS
Glenfir
School
Peer tutoring
Settlement
services for
Immigrants
thru SOICS
Settlement
services for
Immigrants
thru SOICS
SADI
SADI
Roots of
Empathy
Jr. & Sr.
Alternate
Program
Youth
Ambassador
Thru SOICS
Youth
Ambassador
Thru SOICS
SENIORS
67
G L O S S A RY
Acronym
C FOR K
CAPC
CCRR
CLI
CP
DARE
DPAC
ECE
EDI
ESL
FSA
HELP BC
HIPPY
HLN
HOP
IH
LAPS
LEAP
LSCSS
MCFD
MoE
MOVE
NAPAT
OAP
OBGC
OK College
OSNS
PAC
PALS
PDCRS
PDMS
PIB
Pro D
RDOS
SADI
SAFE
SD
SLP
SOICS
SOS
SOS
TG
THEO BC
Definition
Communities for Kids
Community Action Program for Children
Child Care Resource and Referral
Composite Learning Index
Community Partners
Drug and Alcohol Resistance Education
District Parent Advisory Council
Early Childhood Educator
Early Development Index
English as a Second Language
Foundational Skills Assessment
Human Early Learning Partnership
Home Instruction for Parents of Preschool Youngsters
Health Literacy Network
Healthy Opportunities for Preschoolers
Interior Health
Literacy and Parenting Skills
Literacy, Education, Activity and Play
Lower Similkameen Community Services Society
Ministry of Children and Families
Ministry of Education
Move with Me from Birth to Three
National Aboriginal Professional Artist Training Program
Old Age Pensioners
Okanagan Boys and Girls Club
Okanagan College
Okanagan Similkameen Neurological Society
Parent Advisory Council
Parents as Literacy Supporters
Penticton and District Community Resource Society
Penticton and District Multicultural Society
Penticton Indian Band
Professional Development
Okanagan Similkameen Regional District
Summerland Asset Development Initiative
Schools and Family Enrichment
School District
Speech and Language Pathologist
South Okanagan Immigrant and Community Services
South Okanagan Similkameen
Seniors on Seniors
Task Group
Training for Health and Employment Opportunities
68